Volume 46 Number 1 March 2011http://daddcec.org/Default.aspx?TabId=74&rssissueid=34
en-USkarla@findeight.comkarla@findeight.comSun, 15 Sep 2019 08:30:26 GMTSun, 15 Sep 2019 08:30:26 GMThttp://backend.userland.com/rssPackFlash Publishing RSS Generator Version 2.4.1.0Acquisition of Instructive Feedback: Relation to Target Stimulus<em><strong>By:</strong> Margaret Gessler Werts, Elin Meyers Hoffman, and Cynthia Darcy<br />
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<strong>Abstract: </strong>We evaluated the addition of stimuli after the praise statement of a trial (instructive feedback) in which the stimuli were not attached sequentially to the target stimuli. All students reached criterion level responding of target behaviors despite the extra information presented, and three of four high school students with disabilities acquired many instructive feedback responses despite the presentation of the stimuli following any, rather than a given, target stimulus. The data leads to several conclusions: (a) The addition of unrelated instructive feedback revolving among the target stimuli did not impede the acquisition of the target behaviors, (b) The addition of unrelated instructive feedback revolving among the target stimuli did not preclude the acquisition of the instructive feedback information, (c) More information was acquired when more was presented after the praise statement of the instructional trial.<br />
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</em><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/547/Acquisition-of-Instructive-Feedback-Relation-to-Target-Stimulus.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/547/Acquisition-of-Instructive-Feedback-Relation-to-Target-Stimulus.aspx
http://daddcec.org/Home/tabid/40/ArticleID/547/Acquisition-of-Instructive-Feedback-Relation-to-Target-Stimulus.aspxFri, 25 Mar 2011 01:46:00 GMT0Teaching Number Identification to Students with Severe Disabilities using Response Cards<em><strong>By: </strong>Holly Skibo, Pamela Mims, and Fred Spooner<br />
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<strong>Abstract: </strong>Active student responding (ASR) has been shown to be an effective way to improve the mathematical skills of students. One specific method of ASR is the use of response cards. In this study, a system of least prompts combined with response cards was used to increase mathematical knowledge, number identification, of three elementary students with significant disabilities (age range, 7-10 years, IQ range, &gt;20-44) via a multiple probe design across participants. A functional relationship was demonstrated between student responding (increased number identification) and the implementation of the least to most prompting system. Maintenance checks, after the intervention was concluded, demonstrated that the skill level was sustained. Limitations and future research are discussed.</em><br /><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/546/Teaching-Number-Identification-to-Students-with-Severe-Disabilities-using-Response-Cards.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/546/Teaching-Number-Identification-to-Students-with-Severe-Disabilities-using-Response-Cards.aspx
http://daddcec.org/Home/tabid/40/ArticleID/546/Teaching-Number-Identification-to-Students-with-Severe-Disabilities-using-Response-Cards.aspxFri, 25 Mar 2011 01:43:00 GMT0Determining Alertness in Individuals with Profound Intellectual and Multiple Disabilities: The Reliability of an Observation List<em><strong>By: </strong>Vera Munde, Carla Vlaskamp, Wied Ruijssenaars, and Han Nakken<br />
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<strong>Abstract: </strong>In the support of individuals with profound intellectual and multiple disabilities (PIMD), assessing the level of alertness is a recurring issue for parents and other direct support persons. Although observations show clear advantages above and beyond other assessment methods, there are problems related to this method as well. Subjectivity of interpretation and low reliability results have been described as the main problems. In the present study, our aim was to estimate the reliability of the Alertness Observation List (AOL) while, at the same time, minimizing the problems entailed in observations. We calculated both the inter-observer agreement and intra-observer agreement for 39 situations. Since the results exceeded the formulated 80%-criterion, we concluded that the AOL was a reliable instrument. However, the large range found in the results was striking. Moreover, observers with different information about the observed individuals came up with different reliability scores. To determine the value of observation of individuals with PIMD, it might well be necessary to judge the actual usefulness that the instrument has in clinical practice, besides the reliability of the results.<br />
</em><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/545/Determining-Alertness-in-Individuals-with-Profound-Intellectual-and-Multiple-Disabilities-The-Reliability-of-an-Observation-List.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/545/Determining-Alertness-in-Individuals-with-Profound-Intellectual-and-Multiple-Disabilities-The-Reliability-of-an-Observation-List.aspx
http://daddcec.org/Home/tabid/40/ArticleID/545/Determining-Alertness-in-Individuals-with-Profound-Intellectual-and-Multiple-Disabilities-The-Reliability-of-an-Observation-List.aspxFri, 25 Mar 2011 01:39:00 GMT0Mediation between Staff and Elderly Persons with Intellectual Disability with Alzheimer Disease as a Means of Enhancing Their Daily Functioning<em><strong>By: </strong>Hefziba Lifshitz and Pnina S. Klein <br />
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<strong>Abstract: </strong>This study presents a new way of mediation between staff and elderly persons with intellectual disability (ID) and Alzheimer type dementia (AD), i.e., the MISC (Mediational Intervention for Sensitizing Caregivers (Klein, 1988, 2003) model. The MISC was adopted for interactions between staff and adults with ID and AD based on observations of interactions between staff and adults with ID. The overall objective is to help caregivers and direct staff relate to their dependents in a way that will enhance their cognitive, emotional, and behavioral functioning. It is based on the integration of the person-centered approach, the cognitive rehabilitation approach (Clare, Wilson, Carter, &amp; Hodges, 2003) and the mediational approach (Feuerstein &amp; Rand, 1979). The five mediational parameters can be applied during daily activity: meal and medication time, work sessions and leisure activities. The cognitive, emotional, and behavioral parameters of the MISC, including their rationale, aim, strategies, and examples of their implementation in a population of adults with ID and AD, are included. A case study describing the efficacy of the MISC as applied to a person with ID/AD is presented.</em><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/544/Mediation-between-Staff-and-Elderly-Persons-with-Intellectual-Disability-with-Alzheimer-Disease-as-a-Means-of-Enhancing-Their-Daily-Functioning.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/544/Mediation-between-Staff-and-Elderly-Persons-with-Intellectual-Disability-with-Alzheimer-Disease-as-a-Means-of-Enhancing-Their-Daily-Functioning.aspx
http://daddcec.org/Home/tabid/40/ArticleID/544/Mediation-between-Staff-and-Elderly-Persons-with-Intellectual-Disability-with-Alzheimer-Disease-as-a-Means-of-Enhancing-Their-Daily-Functioning.aspxFri, 25 Mar 2011 01:34:00 GMT0Perceptions of Supported Employment Providers: What Students with Developmental Disabilities, Families, and Educators Need to Know For Transition Planning<em><strong>By: </strong>Sherril Moon, Monica L. Simonsen, and Debra A. Neubert<br />
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<strong>Abstract: </strong>The purpose of this exploratory study was to survey community rehabilitation providers (CRPs) to determine their perceptions of the skills, experiences, and information that transitioning youth with developmental disabilities (DD) and their families need to access supported employment (SE) services.&nbsp; Supervisors of SE from 12 CRPs across one state provided their perceptions of eligibility requirements for SE services.&nbsp; Results related to the skill requirements and work experiences needed by transitioning youth support previous research findings including paid work experiences, instruction in self-management and advocacy skills, and transition assessments that document employment preferences, interests, and needs.&nbsp; Other findings support the need for educators to teach transitioning youth and families about getting long-term funding through the state DD agency and Medicaid Waivers, and to prepare families for changes as CRPs continue to phase out facility based work options and provide only SE. CRP staff strongly encouraged transitioning youth, not families, to communicate their own employment preferences and skills at intake interviews.</em><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/543/Perceptions-of-Supported-Employment-Providers-What-Students-with-Developmental-Disabilities-Families-and-Educators-Need-to-Know-For-Transition-Planning.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/543/Perceptions-of-Supported-Employment-Providers-What-Students-with-Developmental-Disabilities-Families-and-Educators-Need-to-Know-For-Transition-Planning.aspx
http://daddcec.org/Home/tabid/40/ArticleID/543/Perceptions-of-Supported-Employment-Providers-What-Students-with-Developmental-Disabilities-Families-and-Educators-Need-to-Know-For-Transition-Planning.aspxFri, 25 Mar 2011 01:30:00 GMT0Postsecondary Education for Transition-Age Students with Intellectual and Other Developmental Disabilities: A National Survey<em><strong>By: </strong>Clare K. Papay and Linda M. Bambara<br />
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<strong>Abstract: </strong>Transition programs based on college campuses for students with intellectual and other developmental disabilities (IDD) ages 18-21 provide an opportunity for age-appropriate inclusion when peers without disabilities graduate from high school at age 18. The purpose of the present study was to examine the general characteristics of postsecondary education (PSE) programs for students with IDD and the extent to which students with IDD are participating in college classes through a national survey. Results suggest that (a) opportunities for students with IDD to participate in PSE programs may be limited to those students who are enrolled in school districts that fund and operate PSE programs and not open to all students, and (b) although many students with IDD are participating in college classes, the types of classes and the manner in which students participate appear to be linked to the level of students&rsquo; academic abilities and the type of postsecondary education institution at which the program is located. Implications for future research and practice are discussed.</em><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/542/Postsecondary-Education-for-Transition-Age-Students-with-Intellectual-and-Other-Developmental-Disabilities-A-National-Survey.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/542/Postsecondary-Education-for-Transition-Age-Students-with-Intellectual-and-Other-Developmental-Disabilities-A-National-Survey.aspx
http://daddcec.org/Home/tabid/40/ArticleID/542/Postsecondary-Education-for-Transition-Age-Students-with-Intellectual-and-Other-Developmental-Disabilities-A-National-Survey.aspxThu, 24 Mar 2011 22:29:00 GMT0A Meta-Analysis of Peer-Mediated Interventions for Young Children with Autism Spectrum Disorders<em><strong>By: </strong>Jie Zhang and John J. Wheeler<br />
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<strong>Abstract: </strong>This meta-analysis investigated the efficacy of peer-mediated interventions for promoting social interactions among children from birth to eight years of age diagnosed with ASD. Forty-five single-subject design studies were analyzed and the effect sizes were calculated by the regression model developed by Allison and Gorman (1993). The overall effect sizes suggest that peer-mediated interventions were highly effective. Further categorical comparisons suggest that these interventions were more effective in enhancing social responses in younger boys, when older male siblings served as interventionists, when the interventions took place in the home, when peer modeling was used, and when consideration was given to maintenance and generalization across participants, behaviors and activities, and in involving collaboration among all researchers, peers/siblings, school staff, and parents/families.</em><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/541/A-Meta-Analysis-of-Peer-Mediated-Interventions-for-Young-Children-with-Autism-Spectrum-Disorders.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/541/A-Meta-Analysis-of-Peer-Mediated-Interventions-for-Young-Children-with-Autism-Spectrum-Disorders.aspx
http://daddcec.org/Home/tabid/40/ArticleID/541/A-Meta-Analysis-of-Peer-Mediated-Interventions-for-Young-Children-with-Autism-Spectrum-Disorders.aspxThu, 24 Mar 2011 22:17:00 GMT0Correspondence between Video-Based Preference Assessment and Subsequent Community Job Performance<em><strong>By: </strong>Robert L. Morgan and Erin L. Horrocks<br />
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<strong>Abstract:</strong> Researchers identified high and low preference jobs using a video web-based assessment program with three young adults ages 18 to 19 with intellectual disabilities.&nbsp; Individual participants were then taught to perform high and low preference jobs in community locations. The order of 25-min high and low preference job sessions was randomized.&nbsp; A third session allowed participants to choose which job they wanted to perform.&nbsp; Two data collectors, who were unaware of high and low preference jobs, recorded observations of on-task behavior.&nbsp; Using an alternating treatments design, researchers found participants (a) were engaged in tasks at generally higher rates on high preference versus low preference jobs, (b) usually selected high preference jobs in the choice session, and (c) identified high preference jobs as the favored one at the conclusion of the research.&nbsp; Results were consistent with selections on the video web-based assessment program.</em><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/540/Correspondence-between-Video-Based-Preference-Assessment-and-Subsequent-Community-Job-Performance.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/540/Correspondence-between-Video-Based-Preference-Assessment-and-Subsequent-Community-Job-Performance.aspx
http://daddcec.org/Home/tabid/40/ArticleID/540/Correspondence-between-Video-Based-Preference-Assessment-and-Subsequent-Community-Job-Performance.aspxThu, 24 Mar 2011 22:10:00 GMT0Teaching Social Skills to Enhance Work Performance in a Child Care Setting<em><strong>By: </strong>Sabra Gear, Jonna Bobzien, Sharon Judge, and Sharon A. Raver <br />
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<strong>Abstract: </strong>Adults with intellectual disabilities face difficulty seeking employment in the community workforce. Using a single-subject design, this study examined the utility of role playing and self-management strategies to enhance work performance by promoting the social skills of a young woman with Down syndrome working in a community child care setting. Social behaviors taught included: (a) establishing and maintaining eye contact with adults during conversation, (b) waiting to speak until adults finished speaking, and (c) giving appropriate verbal responses to directions, feedback, or criticism. Results indicated moderate-to-large increases in target behaviors during intervention, with these changes maintained for three months following training. The training protocol was effective in teaching prosocial behaviors which improved work performance. Implications for practice are discussed.</em><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/539/Teaching-Social-Skills-to-Enhance-Work-Performance-in-a-Child-Care-Setting.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/539/Teaching-Social-Skills-to-Enhance-Work-Performance-in-a-Child-Care-Setting.aspx
http://daddcec.org/Home/tabid/40/ArticleID/539/Teaching-Social-Skills-to-Enhance-Work-Performance-in-a-Child-Care-Setting.aspxThu, 24 Mar 2011 21:58:00 GMT0Addition of Functional Content during Core Content Instruction with Students with Moderate Disabilities<em><strong>By: </strong>Belva C. Collins, Karen L. Hager, and Carey Creech Galloway<br />
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<strong>Abstract: </strong>The purpose of this investigation was to add functional content during core content instruction of language arts, science, and math. The investigation involved 3 middle school students with moderate disabilities who participated in the state&rsquo;s alternate assessment. During instruction using a constant time delay procedure to teach required grade level core content, the special education instructor added functional content as follows: (a) language arts &ndash; information found in the news added to grade level sight word vocabulary, (b) science - cooking skills or appropriate dress for weather conditions added to the properties of elements in the periodic table, and (c) math - computation of sales tax for items appearing in advertisements added to order of operations. The results showed that students could learn, maintain, and generalize both types of content presented within the same lesson.<br />
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</em><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/538/Addition-of-Functional-Content-during-Core-Content-Instruction-with-Students-with-Moderate-Disabilities.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/538/Addition-of-Functional-Content-during-Core-Content-Instruction-with-Students-with-Moderate-Disabilities.aspx
http://daddcec.org/Home/tabid/40/ArticleID/538/Addition-of-Functional-Content-during-Core-Content-Instruction-with-Students-with-Moderate-Disabilities.aspxThu, 24 Mar 2011 21:50:00 GMT0I Can Identify Saturn but I Can’t Brush My Teeth: What Happens When the Curricular Focus for Students with Severe Disabilities Shifts<em><strong>By: </strong>Kevin M. Ayres, K. Alisa Lowrey, Karen H. Douglas, and Courtney Sievers<br />
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<strong>Abstract:</strong> Determining the most effective curricula for students with severe disabilities requires increased attention as legislation and curricular changes are being made in the field of special education. This article a) reviews the legislation mandates from the 2004 Individuals with Disabilities Education Improvement Act (IDEIA) and the 2001 No Child Left Behind Act (NCLB), b) discusses evidence-based practices for a standards-based curriculum and functional curriculum, and c) examines longitudinal outcomes for students with severe disabilities. The research suggests that students working on functional skills provided through a meaningful curriculum leads to a more independent life. Recommendations for future research and discussion are also presented</em>.<br />
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<br /><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/537/I-Can-Identify-Saturn-but-I-Can’t-Brush-My-Teeth-What-Happens-When-the-Curricular-Focus-for-Students-with-Severe-Disabilities-Shifts.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/537/I-Can-Identify-Saturn-but-I-Can’t-Brush-My-Teeth-What-Happens-When-the-Curricular-Focus-for-Students-with-Severe-Disabilities-Shifts.aspx
http://daddcec.org/Home/tabid/40/ArticleID/537/I-Can-Identify-Saturn-but-I-Can’t-Brush-My-Teeth-What-Happens-When-the-Curricular-Focus-for-Students-with-Severe-Disabilities-Shifts.aspxThu, 24 Mar 2011 21:43:00 GMT0Ganando Confianza: Research Focus Groups with Immigrant Mexican Mothers <em><strong>By: </strong>Carolina Hausmann-Stabile, Luis H. Zayas, Sandra Runes, Anna Abenis-Cintron, and Esther Calzada<br />
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<strong>Abstract:</strong> Immigrant families with children with developmental disabilities must be served using culturally sensitive approaches to service and research to maximize treatment benefits.&nbsp; In an effort to better understand cultural issues relevant to the provision of parenting programs for immigrant Mexican mothers of children with developmental disabilities, we conducted sustained focus groups through which we could learn more about our participants and thereby improve services.&nbsp; This paper reports on the challenges and lessons learned from these groups.&nbsp; We characterize the key lessons as (a) recruitment and retention is more than agreement to participate; (b) confidentiality is not just a word but an activity; (c) the complicated nature of language;&nbsp; (d) cultural norms shape the group process; (e) appreciating the value of taking time; and (f) gender issues and group interaction.&nbsp; Service providers and researchers who work with Mexican families may benefit from our experiences as they promote and develop programs and projects in the developmental disabilities field.<br />
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</em><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/536/Ganando-Confianza-Research-Focus-Groups-with-Immigrant-Mexican-Mothers.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/536/Ganando-Confianza-Research-Focus-Groups-with-Immigrant-Mexican-Mothers.aspx
http://daddcec.org/Home/tabid/40/ArticleID/536/Ganando-Confianza-Research-Focus-Groups-with-Immigrant-Mexican-Mothers.aspxThu, 24 Mar 2011 21:22:00 GMT0